初中英語單元教學設計？人教版初中英語教案1 一、教材分析 (一)教材的地位及作用 本課教學內容與學生的實際生活密切相關,易于引發學生運用簡單的英語進行交際和交流。在學習活動中,學生通過交換對過去發生的事情的描述及看法,促進學生之間和師生之間的情感交流,增進情誼。SectionA的主要學習內容是:復習一般過去時態和動詞的規則與不規則變化。那么，初中英語單元教學設計？一起來了解一下吧。
這節課應該既能夠讓學生的學習有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學作為一個創造過程的全部歡樂和智慧的體驗”。以下是我為您整理的初中英語優秀教案范文，供您參考，更多詳細內容請點擊教案欄目查看。
篇一：《How do you get to school》
一、對本節課的定位
我認為在“新課程標準”和“新基礎教育”的理念的指導下，這節課應該既能夠讓學生的學習有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學作為一個創造過程的全部歡樂和智慧的體驗”。同時，本單元是以話“交通”題材為教學主要內容的新目標(Go for it)教材典型設計，借助本單元可以給學生在學習方法上以很好的指導，并可以在小空間內進行大規模的扎實、有效的訓練。
二、任務目標的確定
本單元的教學任務是在“交通(transportation)”這一話題下，讓學生學會談論“交通”(包括不同的交通方式，到某地的距離以及以某種交通方式到某地所花費的時間等)，學習一些文化常識，掌握一定的學習方法，并在大量的、有效的訓練中提高學生的聽說讀寫等基本能力。
三、教學環節的設計思路
本著整體劃一，循序漸進，高效有序，并在教學中能不斷地深化教學的設計思路來安排本節的每一個環節。
教學內容分析 本單元的主要內容是談論喜好和厭惡,圍繞這一交際功能項目,通過動詞like在一般現在時中的各種句型變化,特別是單數第三人稱在否定句和疑問句中的變化及其肯定回答和否定回答很自然地向學生介紹了新的語法項目 ── 一般現在時態的用法.為了使學生達到熟練運用的目的,課文中設計了各種食物及水果的插圖和不同形式的表格,讓學生進行閱讀,問答,對話和看圖或表格提問等各種活動。
第97課利用各種食物和水果的插圖，首先復習了like后面直接跟賓語的用法，如：Do you like rice? 這是以前學過的內容，以此為切入點，進而向學生介紹了有關喜歡程度的幾種表達方法，I like it/them a little/very much.等，然后通過一段小短文引出like后面加不定式的句型。如：They like to eat different kids of food.并初步涉及了單數第三人稱的形式，這一語法現象對學生來說，理解起來有一定的難度，運用熟練就更不容易了。要想了解這一語法現象，首先要幫助學生樹立第三人稱單數的概念，本課第三部分用一短文，通過問答練習的形式，給學生提供一個實踐的機會，幫助他們初步掌握這一語法現象。
作為一名老師，就有可能用到教案，通過教案準備可以更好地根據具體情況對教學進程做適當的必要的調整。快來參考教案是怎么寫的吧！以下是我整理的人教版初中英語教案，希望能夠幫助到大家。
人教版初中英語教案1
一、教材分析
(一)教材的地位及作用
本課教學內容與學生的實際生活密切相關，易于引發學生運用簡單的英語進行交際和交流。在學習活動中，學生通過交換對過去發生的事情的描述及看法，促進學生之間和師生之間的情感交流，增進情誼。SectionA的主要學習內容是：復習一般過去時態和動詞的規則與不規則變化。
(二)教學目標
根據《英語課程標準》關于總目標的具體描述，結合第八單元的教材內容，我按語言知識、語言技能、學習策略、情感態度、文化意識五個方面將本單元的教學目標細化：
1、知識目標：
(1)功能：描述過去發生的事情
(2)語言結構：規則動詞和不規則動詞的一般過去式
(3)一般過去時的一般疑問句句型：Did you go to the zoo？ Yes， I did、 No， I didn’t、 I went to the aquarium、Were there any seals？ Yes， there were、 No， there weren’t any sharks、I saw somesharps/ I went to the aquarium、
2、語言技能：聽：能識別不同句式的語調，并能根據語調變化，判斷句子意義的變化。
七年級英語下冊Unit5教學設計與教學反思日志
一、教材分析
本單元是Go for it ( 下) Unit 5。主要圍繞“What are you doing?”這一主題展開各種教學活動,并以這一主題引出現在進行時的一般疑問句,否定句以及特殊疑問句等語言功能。本單元旨在創造一個輕松、愉快的學習、交流環境,通過聽、說、讀、寫來培養學生綜合運用這些知識的能力。并讓學生能在“做中學”(learning by doing),通過有限的課堂實踐活動,注意觀察別人的行動,能準確地用英語來表達。
SectionA 1a--1c部分是本單元的第一課時,這一課時通過常見的一些動詞短語引出現在進行時的教學,學好本課對以后的SectionB部分的學習起了很好的鋪墊作用。
二、 教學目標
1.語言目標
1)短語和單詞doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment
2)句型結構
What are you doing?I'm watching TV.
What's he/she doing? He/She's reading.
What arethey doing ? They're watching TV.
3)語法The structure of the Present Progressive Tense
The present participle
2.語言技能
1)能用現在進行時的各種形式進行準確的描述和表達正在發生的動作。
根據人民教育出版社《義務教育教科書英語》七年級下冊How do you get to school? Section B1a-1e部分，進行完整的教學設計。
【參考設計】
1. Teaching aims:
Students will reach a high mastery level in words, phrases and sentences of different transportation methods.
Students will be able to organize and express their routine by using the target language.
Students can become more conscious of the traffic safety and are attracted by the sense of achievement after communications.
2. Key and difficult points:
Students can have a good command of the words and structures about transport.
Students’ awareness of obeying the traffic rules will be aroused, and they will become qualified traffic participants in the future.
3. Warm-up (6 mins):
The teacher and students greet each other at the beginning of the class. Then, the teacher shows a map of this city on the screen and asks students what their names are and where they are. Students can succeed in answering them by evoking the former knowledge. The next question is: “How to get there?” This is a little bit difficult for students and the teacher will lead in today’s task without any trouble.
Justification: Starting from the surrounding that students know well can narrow the gap between the new knowledge and students’ own cognition system. And a harder question about this lesson will surely makes students feel curious.
4. Pre-listening (7 mins):
Students listen to an audio material which is about the sounds collected from some public places in this city, and then tell which place it is.
Justification: Diversified sounds can wake students’ auditory organs, and this activity is interesting enough to get them well prepared for the next step.
5. While-listening (12 mins):
The record of 1c and 1d is played. Students finish the two tasks individually. Next, some students act as little teachers to lead others to check the answers of these two parts. And the correct answers are presented on the blackboard.
A competition is held during the listening. Students need behave more actively and try to find the accurate answers of the questions. The winner group will get one token, which can be used in redeeming gifts at the end of the semester.
Justification: The purpose of designing those activities is to enable students to train their listening abilities and use listening strategies proficiently in a relaxing and attractive way. The competition can facilitate students’ team spirits and get more involved in the English learning.
6. Post-listening (10 mins):
(1) Students work in pairs to introduce the types of transportation that Bod uses to get to his grandparents’ house. After certain time, two or three representatives can come to the stage and display their dialogues.
(2) The teacher leads students to work in groups of four, exchanging ideas and taking notes about how they get to school every day.
Justification: Retelling the content in the tape can assist students to understand the material, and it can also lay a solid foundation for next part. It is much easier and more relaxing for students to talk about their own lives. Therefore, sharing the types of transportation they use can increases their confidence as well as expressing desires.
7. Summary and homework (10 mins):
The teacher uses the game, Hot Potato, to choose some students to make a conclusion about today’s key points. Other students are encouraged to ask questions and make compliments.
Homework is a travel plan for the coming holiday. Students should emphasize the transportation used during traveling.
Justification: This summary can excite students when the class is coming to an end, and the important information is also reviewed. In order to ensure that students can use the target language in their daily life, the homework needs to be practical and closely related to real situation.
8. Blackboard design
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以上就是初中英語單元教學設計的全部內容，【2】初中英語教學設計案例 一、 案例呈現 人教版新目標初中英語在每個單元的section a 、b中都設計了聽力部分,如何在這一模塊落實新課標,切實培養與提高學生的聽力技巧,將聽與說、讀、寫有機結合。內容來源于互聯網，信息真偽需自行辨別。如有侵權請聯系刪除。
